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Instruction in argumentative writing...

Wong, Yim-King.

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Instruction in argumentative writing in Hong Kong secondary schools: A contrastive study of Chinese-English rhetoric. (Volumes I and II).

Record Type:	Electronic resources : Monograph/item
Title/Author:	Instruction in argumentative writing in Hong Kong secondary schools: A contrastive study of Chinese-English rhetoric. (Volumes I and II)./
Author:	Wong, Yim-King.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 1992,
Description:	664 p.
Notes:	Source: Dissertation Abstracts International, Volume: 53-10, Section: A, page: 3515.
Contained By:	Dissertation Abstracts International53-10A.
Subject:	Linguistics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9306093

Instruction in argumentative writing in Hong Kong secondary schools: A contrastive study of Chinese-English rhetoric. (Volumes I and II).
Wong, Yim-King.

Instruction in argumentative writing in Hong Kong secondary schools: A contrastive study of Chinese-English rhetoric. (Volumes I and II). - Ann Arbor : ProQuest Dissertations & Theses, 1992 - 664 p.

Source: Dissertation Abstracts International, Volume: 53-10, Section: A, page: 3515.

Thesis (Ph.D.)--Georgetown University, 1992.

Studies in contrastive rhetoric (CR) in the past have tended to look at broad culturally favored rhetorical patterns. The features at the linguistic level which have contributed to such categorical differences have not been examined. CR studies have also tended to look at student compositions, and not the work of those regarded within the relevant culture as "good writers." Those studies that have been based on student writing have tended not to look at how rhetoric is actually taught in the schools, to see what effects writing instruction in students' L1 and L2 has had on the writing performance of student writers. The present study examined texts in two different languages, English and Chinese, that Hong Kong students study in their language learning curricula. Argumentative texts were studied because argumentative discourse involves the use of reasoning and draws heavily on the resources of language and thought for its expression.Subjects--Topical Terms:

524476
Linguistics.

Instruction in argumentative writing in Hong Kong secondary schools: A contrastive study of Chinese-English rhetoric. (Volumes I and II).
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008 180830s1992 ||||||||||||||||| ||eng d
035 $a (MiAaPQ)AAI9306093
035 $a AAI9306093
040 $a MiAaPQ $c MiAaPQ
100 1 $a Wong, Yim-King. $3 3285183
245 1 0 $a Instruction in argumentative writing in Hong Kong secondary schools: A contrastive study of Chinese-English rhetoric. (Volumes I and II).
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1992
300 $a 664 p.
500 $a Source: Dissertation Abstracts International, Volume: 53-10, Section: A, page: 3515.
500 $a Mentor: Heidi Hamilton.
502 $a Thesis (Ph.D.)--Georgetown University, 1992.
520 $a Studies in contrastive rhetoric (CR) in the past have tended to look at broad culturally favored rhetorical patterns. The features at the linguistic level which have contributed to such categorical differences have not been examined. CR studies have also tended to look at student compositions, and not the work of those regarded within the relevant culture as "good writers." Those studies that have been based on student writing have tended not to look at how rhetoric is actually taught in the schools, to see what effects writing instruction in students' L1 and L2 has had on the writing performance of student writers. The present study examined texts in two different languages, English and Chinese, that Hong Kong students study in their language learning curricula. Argumentative texts were studied because argumentative discourse involves the use of reasoning and draws heavily on the resources of language and thought for its expression.
520 $a A method of text analysis was developed for analyzing texts which students study as models of good writing. The analytic procedure devised takes into consideration linguistic differences between texts. The method employs functional categories and textual relations to examine texts at the linguistic and textual levels. Features of argumentation pertaining to texts in the two languages were identified and the argumentative processes mapped. It has been found that English and Chinese argumentative texts differ in the use of such features as rhetorical questions, references, and negatives. Chinese texts seem to be more interactive than English texts since the former uses personalizing pronouns in greater frequency than the latter. Chinese texts tend to employ balanced argumentation, via the use of contrastive and parallel structures. English texts on the other hand, use suppositional reasoning. It has also been found that while English texts display a three-part structure in the argumentation, a four-part structure seems to be the norm for Chinese texts. The major difference seems to be in the way background information is laid out in texts. While the English writers tend to be brief, the Chinese writers tend to be elaborate.
590 $a School code: 0076.
650 4 $a Linguistics. $3 524476
650 4 $a Cultural anthropology. $3 2122764
650 4 $a Bilingual education. $3 2122778
650 4 $a Language arts. $3 532624
690 $a 0290
690 $a 0326
690 $a 0282
690 $a 0279
710 2 $a Georgetown University. $3 1017582
773 0 $t Dissertation Abstracts International $g 53-10A.
790 $a 0076
791 $a Ph.D.
792 $a 1992
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9306093